Research On Professional Identity Of Junior-middle-school Teachers In Rural Areas

Teachers'professional identity means that a teacher accepts the profession from the bottom of his heart, appraise the profession from lots of aspects positively. On the basis of understanding the present conditions of teachers'professional development and their feelings and attitudes to the profession, the study of teachers'professional identity can offer reference for making teacher's policy, provide foundation to manage faculties and make teachers'management policy for schools. While realizing the purpose mentioned above, the systematical research on this field can also impel junior-middle-school teachers in rural areas to know himself,introspect himself and orient himself correctly, therefore to scrutinize his professional attitude and find the meaningof the job. Of course, there is another important purpose of the study, that is, in order to enable teachers to devote themselves to their work with greater enthusiasm, we hope the nation society would pay close attentionto the growth of junior-middle-school teachers in rural areas, would have rational expectations for junior-middle-school teachers in rural areas.The point of the study is to understand the present professional identity of junior-middle-school teachers in rural areas. The study takes questionaires as a main part, aside by talking,visiting and so on. We chose about 250 teachers in 10 middle schools from 5 small cities in Hunan Province to do the investigation. The sults are summarized in the following list:(1) Basically,as a whole, junior-middle-school teachers in rural areas identifify their profession. (2)There exists no obvious difference in teachers'gender in identification with professional values,occupational belonging, and professional behavior inclination, however, there exists obvious difference in teachers'gender in identification with role values.(3) There exists obvious difference between teachers of different ages in the identification with their occupational belonging, role values, professional behavior inclination, however, there exists obvious difference in their identification with occupational values. (4) Junior-middle-school teachers in rural ares with different education qualification do not differ in occupational values and role values;while they sgnificantly differ in occupational belonging and behavior inclination. (5) Junior-middle-school teachers in rural ares of different length of teaching services do not differ in their occupational belonging, role values and behavior inclination; while they sgnificantly differ in occupational values. (6) Junior-middle-school teachers in rural ares with different professional titles do not differ in occupational values, occupational belonging and professional behavior inclination; however,they sgnificantly differ in role values. (7) There is no sgnificant difference in teachers'professional identity in terms of different subjects.(8) Junior-middle-school teachers in rural ares in different posts do not differ in occupational values, occupational belonging and role values; however,they sgnificantly differ in professional behavior inclination. (9) Junior-middle-school teachers in rural ares with different salary do not differ in occupational belonging, role values and professional behavior inclination; however,they sgnificantly differ in occupational values. (10) There is no sgnificant difference in teachers'professional identity in teachers'professional identity in terms of teaching different grades. According to the results discussed above, this article present several pieces of advice on improving the levels of professional identity of junior-middle-school teachers in rural ares.That is:(1) The nation should take some measures to build a compensate-the-disadvantageous-group system,.and construct an atmosphere to boost fair development in education. (2)Society should provide some support to enhance teachers' social and economic position and improve their teaching conditions.(3)As far as school is concernd,headmasters should put democratic management into practice,so as to let junior-middle-school teachers in rural ares positively take part in police-making in school,and build favorable human relations with teachers.(4)As for junior-middle-school teachers in rural ares,they also should make an effort to update themselves...